2.　　 Tell students that they will listen to a talk giving information about fantail goldfish in partA1.Before playing the recording ,ask students to read the list of notes that that Peter is making while he is listening .Encourage students to guess the veracity of the statements ,based upon their own knowledge. Ask students to write their guesses in pencil before listening.

1.　　 create an interest in the situation .Bring a picture of a goldfish to class and ask students to make comments about it. Why do people like fish as a pet? Elicit information from students about the fantail goldfish . You might like to ask students to review the words learned in the vocabulary section.

9. Divide the class into groups of four .one group comes to the front of the class and each member reads one letter at a time .

A representative from another group responds by reading his/her advice. You could turn this into a competition. If the sentence is correct ,the group wins a point .If not ,the chance goes to the next group. Students correct their own sentence.

Extension activity　

Ask more able students to come up with their own advice to the pet owners .Tell them to choose two things you should (not)ought (not) to do when you own a pet. They then write sentences giving instructions. Ask students to read out their advice to the class.

Integrated skills

objectives

To identify specific characteristics in a description of goldfish .

To listen for detail and extract specific information .

To use knowledge presented in written text to infer general meaning and context .

To listen for specific information to complete a conversation .

Part A

teaching procedures

8. In Part B3, students can read some of the answers which give advice to　 the writer of each letter. students check answer s with a partner.

7. Ask students to read the four letters in part B2 carefully. Make sure that they understand the messages well. Ask them remember and to check the words in their dictionaries.

6. Use class feedback to identify any misunderstanding ,as they involve the use of negative forms.

Extension activity

Depending on the general ability of your class, this could be done at the end of this section to consolidate students’ understanding .Elicit statements from students using different modals to talk about a situation ,e.g.,

A new student is joining the class .Ask what instructions can you give the new student? e.g.,

You must arrive at school at 8.10 in the morning.

You ought to walk slowly on the stairs .

You should hand in your homework to the monitor.

The class has to choose a class monitor .Ask

What are his/her duties?e.g.,

He /she must collect the exercise books .

He/she should make sure that students follow the school rules.

5. In part B1,the Beijing Sunshine Secondary School students give instructions about looking after pets. Each point of the notes on the left describes the degree of necessity for the instruction next to it on the right.

Read the notes to the class . Then divide the class into pairs and ask students to complete the instruction　 on the right. Encourage students to check the example sentence on pages 95 and 96 to identify the correct modal word to fit each instruction .

4. Explain to students that ‘must’ is the strongest word , expressing the sense that something is a absolutely necessary .

1.　　　 Talk to students about the purpose of instructions. Give them a few examples using classroom situations. Write some instructions on the board. Then ask them about the situations when we use them. Ask stronger classes to create a list of different instructions and then write the different situations as titles above it, e.g.,

Classroom

l　　　 Sit down.

l　　　 Open the door.

l　　　 Be quiet.

l　　　 Stop talking.

l　　　 Work with a partner.

l　　　 Please close the window.

Fire drill

l　　　 Walk quietly.

l　　　 Don’t run.

l　　　 Don’t take the lift.

l　　　 Take the stairs.

l　　　 Line up.

l　　　 Go to the playground.

l　　　 Leave your bags.

On the bus

l　　　 Don’t push.

l　　　 Stand clear of the door.

For weaker classes, jumble the sentences up and ask students to group them under the correct situations.

2 Imperative sentences do not normally include a subject, because the subject ‘you’ is implied. However, a noun or pronoun can sometimes be used to identify the person receiving an order or instruction, e.g., the speaker wants to attract Mary’s attention and so he/she says, ‘Mary, don’t push.’ / ‘Don’t push, Mary.’. Make sure students understand the imperative form and avoid the common mistake of placing a pronoun in front of the imperative.

3 Go through the explanations and grammar table on page 94 to clarify the rules for using imperatives when giving positive and negative instructions.

4　 Ask students to study the pictures in Part A1. Check their understanding of the situations presented in the pictures. For weaker classes, review the verbs in the box before students start working on matching the sentences.

5 Ask less able students to work in pairs to select the correct word to fill in each gap, then match the pictures with the instructions. When they have finished, ask them to read each instruction to their partner.

6 Explain the rubric in Part A2, making sure students understand the exercise. Students rearrange the words to make positive and negative instructions.

7 Ask students to read out the instructions they formed.

Extension activity

Ask students to present the instructions in Part A2 in the form of a poster, with pictures. Encourage them to think of more instructions for the care and feeding of a cat or a pet of their choice.

Part B

Teaching procedures

1 Talk about situations involving duty and obligation. Try to link them to the context of the Beijing Sunshine Secondary School students who are talking about looking after pets. It is useful to point out to students that we can use these modals to give instructions.

2 Go through the examples on page 95& 96, referring to the degrees of necessity. Explain the use of ‘ought to’ and ‘should’, which have more or less the same meaning. ‘Ought to’ is a bit stronger and tends to be used more widely when talking about laws or regulations imported from the outside, while ‘should’ implies personal opinions and, therefore, is less strong.

Ask students for sample sentences and write them on the board.

3 Ask through the examples of negative sentences. Write some sample sentences on the board.

6.　　　 Ask more able students where cats sleep based on the poem ‘Cats’ on page 90. Tell them that they can use any other words apart from ‘in’, ’on’ and ‘on top of’.

Vocabulary

Objectives

l　　　 To recognize and identify a range of animal features

l　　　 To differentiate between features belonging to different animals

l　　　 To use appropriate nouns and verbs when describing the appearance and characteristics of different types of animals

Teaching procedures

1 Ask students to do Part A on their own so that you can check how many words they know. Then ask students to compare their labels with a partner.

2 Identify the words most students do not know. Talk about the special features of various animals to aid students in guessing the correct meanings. For instance, if you are teaching the word ‘beak’, tell students that birds have beaks, which they use to eat and drink.

3 Explain the instructions of Part B. Tell students that they should read the texts first before trying to select a suitable word. Encourage them to get an understanding of the overall meaning of each text so that their word choices become more natural.

Extension activities

Ask students to write a similar profile about their favourite pet using the texts in Part B as model.

Grammar

Objectives

l　　　 To use positive and negative imperatives when giving orders and instructions.

l　　　 To organize and understand how to use imperatives appropriately.

l　　　 To use the modals ‘must’, ‘ought to’ and ‘should’ to talk about duties and responsibilities.

Part A

Teaching procedures